Component Highly Effective Effective Needs Improvement/Developing Unsatisfactory
3a: Assessing student needs Conducts detailed and individualized assessments of student needs to contribute to program planning.
Assesses student needs and knows the range of student needs in the school.
Assessments of student needs are
perfunctory. Does not assess student needs, or the assessments result in inaccurate conclusions.
3b: Assisting students and teachers in the formulation of academic, personal/social, and career plans, based on knowledge of student needs
FOR PERSONNEL WHERE APPLICABLE
Helps individual students and teachers formulate academic, personal/social, and career plans.
Helps students and teachers formulate academic,
personal/social, and career plans for groups of students.
Attempts to help students and teachers formulate academic, personal/social, and career plans are partially successful.
Program is independent of identified student needs.
3c: Using techniques in individual
and classroom programs Uses an extensive range of techniques to help students acquire skills in decision making and problem solving for both
interactions with other students and future planning.
Uses a range of techniques to help students acquire skills in decision making and problem solving for both interactions with other students and future planning.
Displays a narrow range of
techniques to help students acquire skills in decision making and problem solving for both
interactions with other students and future planning.
Has few techniques to help students acquire skills in decision making and problem solving for both
interactions with other students and future planning.
3d: Brokering resources to meet
needs Brokers with other programs and agencies both within and beyond the school or district to meet individual student needs.
Brokers with other programs within the school or district to meet student needs.
Efforts to broker services with other programs in the school are partially successful.
Does not make connections with other programs in order to meet student needs.
3e: Demonstrating flexibility and
responsiveness Is continually seeking ways to improve the program and makes changes as needed in response to student, parent, or teacher input.
Makes revisions in the program
when they are needed. Makes modest changes in the program when confronted with evidence of the need for change.
Adheres to the plan or program, in spite of evidence of its inadequacy.
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Domain 4: Professional Responsibilities
Component Highly Effective Effective Needs Improvement/Developing Unsatisfactory
4a: Reflecting on practice Reflection is highly accurate and perceptive, citing specific examples that were not fully successful for at least some students. Draws on an extensive repertoire to suggest alternative strategies.
Reflection provides an accurate and objective description of practice, citing specific positive and negative characteristics. Makes some specific suggestions as to how the program might be improved.
Reflection on practice is moderately accurate and objective without citing specific examples and with only global suggestions as to how it might be improved.
Does not reflect on practice, or the reflections are inaccurate or self- serving.
4b: Maintaining records and
submitting them in a timely fashion Approach to record keeping is highly systematic and efficient and serves as a model for colleagues in other schools.
Reports, records, and
documentation are accurate and are submitted in a timely manner.
Reports, records, and documentation are generally accurate but are occasionally late.
Reports, records, and
documentation are missing, late, or inaccurate, resulting in confusion.
4c: Communicating with families Is proactive in providing information to families about the program and about individual students through a variety of means.
Provides thorough and accurate information to families about the program as a whole and about individual students.
Provides limited though accurate information to families about the program as a whole and about individual students.
Provides no information to families, either about the program as a whole or about individual students.
4d: Participating in a professional
community Makes a substantial contribution to school and district events and projects and assumes leadership with colleagues.
Participates actively in school and district events and projects and maintains positive and productive relationships with colleagues.
Relationships with colleagues are cordial, and participates in school and district events and projects when specifically requested.
Relationships with colleagues are negative or self-serving, and avoids being involved in school and district events and projects.
4e: Engaging in professional
development Actively pursues professional development opportunities and makes a substantial contribution to the profession through such activities as offering workshops to colleagues.
Seeks out opportunities for professional development based on an individual assessment of need.
Participation in professional development activities is limited to those that are convenient or are required.
Does not participate in professional development activities even when such activities are clearly needed for the development of skills.
4f: Showing professionalism Can be counted on to hold the highest standards of honesty, integrity, and confidentiality and to advocate for students, taking a leadership role with colleagues.
Displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public; advocates for students when needed.
Is honest in interactions with colleagues, students, and the public; does not violate confidentiality.
Displays dishonesty in interactions with colleagues, students, and the public; violates principles of confidentiality.